Organizational and pedagogical conditions of plurilingual corporate training for adults in foreign languages

The study focuses on identifying and substantiating the organizational and pedagogical conditions for plurilingual corporate training for adults in foreign languages. The relevance of the topic is determined by the growing need of modern organizations for specialists capable of effectively interacting in multilingual and multicultural teams. It emphasizes that the traditional approach to foreign language training can be significantly improved by adopting the principles of plurilingual education, which ensures specialists’ readiness to solve complex professional tasks. These tasks require fluent proficiency in multiple languages, understanding of cultural contexts, and the development of cognitive-communicative skills. The aim of the study is to define the organizational and pedagogical conditions that will ensure the effectiveness of plurilingual corporate training. Thus, the research is based on the conceptual framework of plurilingualism, where languages are considered in interconnection and dialogical interaction rather than in isolation. The methodological foundation includes the principles of andragogy, the communicative-cognitive approach, and the technological approach in education. Particular attention is paid to the specific needs of adult learners, such as limited time for training, the practical significance of the material being studied, and its applicability in professional life. The analysis of scientific literature revealed the key components of the organizational and pedagogical conditions: the content component (selection of professionally relevant and authentic materials), the methodological component (use of interactive learning forms, modern digital technologies, etc.), the material component (consideration of resource support and infrastructure), and the result-oriented component (clear criteria for assessing the formation of foreign language competencies, the ability to switch between languages, and self-assessment). The practical significance of the study lies in formulating general recommendations for organizing plurilingual corporate training, which will be useful for its implementation. The study demonstrates that implementing the plurilingual approach in a corporate format is possible if the needs of adult learners are taken into account, active methods (case studies, project-based learning, discussions) are applied, and mechanisms for continuous feedback and reflection are employed, fundamentally grounded in the principles of plurilingualism. In the future, it is expected to further refine methodological support models, taking into account the industry specifics and organizational culture of different companies, as well as to study their impact on the content and approaches to organizing plurilin-gual training in a corporate environment. The author declares no conflicts of interests.

Keywords

Authors

References